1. Chapter 6: Student Services Dr. Rob Anderson Spring 2011

2. Agenda Leadership Book Presentations – Jessica H. Tallahassee update Chapter 6: Student Services Response to Intervention

3. Major Themes: Chapter 6 Role of Counselor Types/Methods of Counseling Services Assessment and Grading Special Education Services Bilingual/ESL Services

4. Florida Principal Leadership Standards Standard 5: Learning Environment. Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population. The leader: Maintains a safe, respectful and inclusive student-centered learning environment that is focused on equitable opportunities for learning and building a foundation for a fulfilling life in a democratic society and global economy; Recognizes and uses diversity as an asset in the development and implementation of procedures and practices that motivate all students and improve student learning; Promotes school and classroom practices that validate and value similarities and differences among students; Provides recurring monitoring and feedback on the quality of the learning environment; Initiates and supports continuous improvement processes focused on the students’ opportunities for success and well-being. Engages faculty in recognizing and understanding cultural and developmental issues related to student learning by identifying and addressing strategies to minimize and/or eliminate achievement gaps.

5. Student Services – Guidance Counselor A critical but often forgotten piece in schools What does your school guidance counselor do?

6. Role of the Counselor Personal/Social CareerEducational

7. Administration’s Role The ability for a guidance counselor to be able to properly serve students is directly correlated to the expectations that a principal establishes Critical to college/career readiness Where is their time spent?

8. Urgent/Importance Matrix

9. Counselors Role The ability of a principal to focus counselors on work that would be considered “critical activities” will define their impact on students Move away from being consumed “putting out fires” to a system that focuses on the important role a counselor needs to play in a school

10. Student Records Cumulative files Student Management Systems – Pinnacle Data Warehouse – Benchmark Results/Common assessments – FCAT 2.0/SAT/ACT – Attendance

11. Special Education and ELL Before qualifying for services, the expectation is to implement RTI What is RTI?RTI

12. “Of the 51% of pupils in IDEA who are learning disabled, we believe that as many as 80% are actually there because they never learned to read properly.” Rod Paige 2001-2005 U.S. Secretary of Education Quote

14. Teach with fidelity to the core program. Differentiate the instruction to meet student Needs. Allow parents/teachers to collaborate on the plan Define a specific strategic plan. Share strategies with PLC Team. Use universal screeners to monitor progress.

15. PREVIOUS MODEL Shared concerns with notes home to parents. Used informal accommodations. Shared concerns at grade level meetings.

16. Engage problem solving teams. Use data to define a strategic intervention plan. Remain focused on student success in the general education classroom. Implement SRB Interventions that align to the core curriculum.

17. PREVIOUS MODEL Referred to Child Study Team. No qualification. No service.

18. Problem Solving Team evaluate effectiveness of strategic interventions. PST develop an intensive intervention plan based on data. PST monitors response to intensive intervention plan. Potential to refer to CST.

19. Previous Model Students placed in Special Education.

20. When RTI doesn’t work RTI works if your class is a representation of the entire population, and 80% of students’ needs are met with research based differentiated instruction. What does your class look like?

21. What a principal can do Ensure that when scheduling to level classes so that each teacher has a similar population of Tier II/Tier III students Allocate resources to teachers who have larger amounts Support training efforts that increase capacity for differentiating instruction

22. For Next Week Read Chapters Seven and Ten Presentations – Jessica H.